FS2

Addition Add up by counting out two groups of objects and counting them altogether. Record in a number sentence 2+6=8

YR1

Subtraction Subtraction by counting out a group of objects, then physically taking away the amount you are subtracting.

Count back in 1s Subtract by putting the first number in your head, then count back with the amount of fingers you are subtracting.

e.g. 5 + 3 = 8

e.g. 11 - 3 = 8

5 in head count on with 3 fingers 6, 7, 8

11 in head count back with 3 fingers 10, 9 8

+2

+10

83 - 35 = 48 +5

=28

Division Share an even group of objects fairly between 2 in a practical way.

5s to 50

Record in a number sentence. 8 -2 = 6

Count on in 1s Add by putting the largest number first in your head, then count on with the amount of fingers you are adding.

YR2

Multiplication Squiggle Maths 2s to 20

Division on a number line. +40

+3

Multiplication starts on a number line. 8÷2=4

28

30

28 + 12 = 40

40

35 83

40

80

3 x 2 = (3 jumps of 2) 0

2

4

6

8

Begin to use the vertical method of layout for + digits, within 10. When absolutely secure with place value 12 14 + 26

YR3

Begin to use the vertical method of layout for – within the 10 26 - 14 12

Start by using the expanded method for numbers larger than 2D

Start by using the expanded method for numbers larger than 2D

314 + 256= 300+ 10 + 4 200+ 50+ 6 500 + 60 + 10 = 570

567 – 236 = 500+ 60 +7 200 +30 +6 300 +30 +1 = 331

Use the column method for adding up to 3 digit numbers.

Use the column method to subtract up to 4 digit numbers without bridging.

0

2

YR4

Continue to build on the work done in YR3

6

*Begin to use grid method for those higher ability.

Use the grid method to multiply numbers. Up to 2 digits by 1D or 2D. 2000

Start initially with number within the 10. Eg. 444 +235 679 Continue then to progress to carrying to the next column. Eg. 964 +235 1199

4

9

300

18000 2700

18000 2700 2 0 700

Use the chunking method to understand the relationship between x and ÷. 79 ÷ 5 = 15 r 4 10 x 5 = 50 5 x 5 = 25 75 15r4 5 72 9

5689 24 55– 3 2 34

Continue to build on the work done in YR3

Continue to build on the work done in YR3

Continue to build on chunking, upto 3D and 4D.

Work up to 5D numbers carrying to the next column.

Work up to 5D numbers, borrowing and carrying.

Work on using the grid method to multiply up to 5D by 1D or 2D.

236 ÷ 9 = 26 r 2

5

5 6 13 7 1 3 8 5 4 2 5 2

87350 + 3 4 6 9 9 08 19 1

1

Ensure children are secure adding all range of numbers. YR5

Continue to build on the work done in YR4. Move onto using the column method to add a range of decimals.

76. 10 + 23 . 89 99 . 99 It is important that children understand the value of each digit. Children will also need to begin to add basic fractions.

Again, children need to be secure in their methods and explanations. Continue to build on the work done in YR4. Move on to using the method to subtract decimals. Children should also begin to subtract simple decimals of the same denomination.

2000

300

40

5

9

18000 2700

360

45

3

6000

120

2 5

= 4 5

15

Add the digits using the column method. Use the ladder method first 248 3 x 2 4 120 60 0 7 4 4 Begin to use the column method for multiplication.

2 4 8 3 x 7 4 4 1

2 + 5

900

2

Begin to follow this method to build up multiplying by 2D. 2 4 8 2 3 x 7 4 4 1

20 x 9 = 180 6 x 9 = 54 234

2

49 6 0 1

Make sure the children understand the

Children should begin to use the ‘Bus stop’ method to divide 0 3 5 r2 7 2 2 4 37

reasons behind adding in the zero.

YR6

Children will be expected to add any digit number using the column method ( including decimals). They will also be expected to add a range of fractions. Eg:

1

5 + 3 = 7 7

The children will need to convert and add.

Children should build on the work across all year groups, applying skills to a range of problems. They will also be expected to subtract fractions of mixed denominations and fractions using whole numbers.

Continue to build on the work done in YR5. Build up to x by 3D. Also apply the same method to multiplying decimals.( Ensuring the understand the place value)

Continue to use the bust stop method, using decimal numbers. 0 3 5.2 9 7 2 2 4 37 . 20 63 Long division

Multiply fractions 2 x 5

2 4

= (2 x 2) = 4 = 1 (5 x 4) 20 50